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K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 1 of 33
These are the specializations and their pre-requisites. These lists should be used as reference for curriculum maps.
AGRI-FISHERY ARTS
Specialization Number of Hours Pre-requisite
1. Agricultural Crops Production (NC I) 320 hours 2. Agricultural Crops Production (NC II)
updated based on TESDA Training Regulations published December 28, 2013 640 hours
3. Agricultural Crops Production (NC III) 640 hours Agricultural Crops Production (NC II)
4. Animal Health Care Management (NC III) 320 hours
Animal Production (Poultry-Chicken) (NC II) or Animal Production (Ruminants) (NC II) or
Animal Production (Swine) (NC II)
5. Animal Production (Poultry-Chicken) (NC II)
updated based on TESDA Training Regulations published December 28, 2013 320 hours
6. Animal Production (Large Ruminants) (NC II)
updated based on TESDA Training Regulations published December 28, 2013 320 hours
7. Animal Production (Swine) (NC II)
updated based on TESDA Training Regulations published December 28, 2013 320 hours
8. Aquaculture (NC II) 640 hours 9. Artificial Insemination (Large Ruminants) (NC II) 160 hours Animal Production (Large Ruminants) (NC II)
10. Artificial Insemination (Swine) (NC II) 160 hours Animal Production (Swine) (NC II)
11. Fish Capture (NC II) 640 hours
12. Fishing Gear Repair and Maintenance (NC III) 320 hours
13. Fish-Products Packaging (NC II) 320 hours
14. Fish Wharf Operation (NC I) 160 hours 15. Food Processing (NC II) 640 hours
16. Horticulture (NC III) 640 hours Agricultural Crops Production (NC II) 17. Landscape Installation and Maintenance (NC II) 320 hours 18. Organic Agriculture (NC II) 320 hours
19. Pest Management (NC II) 320 hours
20. Rice Machinery Operations (NC II) 320 hours
21. Rubber Processing (NC II) 320 hours
22. Rubber Production (NC II) 320 hours 23. Slaughtering Operations (Hog/Swine/Pig) (NC II) 160 hours
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 2 of 33
HOME ECONOMICS
Specialization
Number of Hours
Pre-requisite
1. Attractions and Theme Parks Operations with Ecotourism (NC II)
160 hours
2. Barbering (NC II) 320 hours
3. Bartending (NC II) 320 hours 4. Beauty/Nail Care (NC II) 160 hours
5. Bread and Pastry Production (NC II) 160 hours
6. Caregiving (NC II) 640 hours
7. Commercial Cooking (NC III) 320 hours Cookery (NC II) 8. Cookery (NC II) 320 hours
9. Dressmaking (NC II) 320 hours
10. Events Management Services (NC III) 320 hours
11. Fashion Design (Apparel) (NC III) 640 hours Dressmaking (NC II) or Tailoring (NC II)
12. Food and Beverage Services (NC II)
updated based on TESDA Training Regulations published December 28, 2013 160 hours
13. Front Office Services (NC II) 160 hours
14. Hairdressing (NC II) 320 hours
15. Hairdressing (NC III) 640 hours Hairdressing (NC II)
16. Handicraft (Basketry, Macrame) (Non-NC) 160 hours 17. Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours
18. Handicraft (Needlecraft) (Non-NC) 160 hours
19. Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours 20. Housekeeping (NC II)
updated based on TESDA Training Regulations published December 28, 2013 160 hours
21. Local Guiding Services (NC II) 160 hours 22. Tailoring (NC II) 320 hours
23. Tourism Promotion Services (NC II) 160 hours 24. Travel Services (NC II) 160 hours
25. Wellness Massage (NC II) 160 hours
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 3 of 33
INDUSTRIAL ARTS
Specialization
Number of Hours
Pre-requisite
1. Automotive Servicing (NC I)
updated based on TESDA Training Regulations published December 28, 2013 640 hours
2. Automotive Servicing (NC II) 640 hours Automotive Servicing (NC I)
3. Carpentry (NC II) 640 hours 4. Carpentry (NC III) 320 hours Carpentry (NC II)
5. Construction Painting (NC II) 160 hours 6. Domestic Refrigeration and Air-conditioning (DOMRAC) Servicing (NC
II) 640 hours
7. Driving (NC II) 160 hours 8. Electrical Installation and Maintenance (NC II) 640 hours
9. Electric Power Distribution Line Construction (NC II) 320 hours Electrical Installation and Maintenance (NC II)
10. Electronic Products Assembly and Servicing (NC II) updated based on TESDA Training Regulations published December 28, 2013 640 hours
11. Furniture Making (Finishing) (NC II) 640 hours
12. Instrumentation and Control Servicing (NC II) 320 hours Electronic Products Assembly and Servicing (EPAS) (NC II)
13. Gas Metal Arc Welding (GMAW) (NC II) 320 hours Shielded Metal Arc Welding (SMAW) (NC II)
14. Gas Tungsten Arc Welding (GTAW) (NC II) 320 hours Shielded Metal Arc Welding (GMAW) (NC II)
15. Machining (NC I) 640 hours 16. Machining (NC II) 640 hours Machining (NC I)
17. Masonry (NC II) 320 hours
18. Mechatronics Servicing (NC II) 320 hours Electronic Products Assembly and Servicing (EPAS) (NC II) 19. Motorcycle/Small Engine Servicing (NC II) 320 hours
20. Plumbing (NC I) 320 hours 21. Plumbing (NC II) 320 hours Plumbing (NC I)
22. Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit [PACU]/Commercial Refrigeration Equipment [CRE]) Servicing (NC III)
640 hours Domestic Refrigeration and Air-conditioning (DOMRAC)
Servicing (NC II)
23. Shielded Metal Arc Welding (NC I) 320 hours
24. Shielded Metal Arc Welding (NC II) 320 hours Shielded Metal Arc Welding (NC I) 25. Tile Setting (NC II) 320 hours
26. Transmission Line Installation and Maintenance (NC II) 640 hours Electrical Installation and Maintenance (NC II)
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 4 of 33
INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Specialization Number of
Hours Pre-requisite
1. Animation (NC II) 320 hours
2. Broadband Installation (Fixed Wireless Systems) (NC II) 160 hours Computer Systems Servicing (NC II)
3. Computer Programming (.Net Technology) (NC III) updated based on TESDA Training Regulations published December 28, 2013
320 hours
4. Computer Programming (Java) (NC III) updated based on TESDA Training Regulations published December 28, 2013
320 hours
5. Computer Programming (Oracle Database) (NC III) updated based on TESDA Training Regulations published December 28, 2013
320 hours
6. Computer Systems Servicing (NC II) updated based on TESDA Training Regulations published December 28, 2007 640 hours
7. Contact Center Services (NC II) 320 hours 8. Illustration (NC II) 320 hours
9. Medical Transcription (NC II) 320 hours
10. Technical Drafting (NC II) 320 hours
11. Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC II)
320 hours Computer Systems Servicing (NC II)
12. Telecom OSP Installation (Fiber Optic Cable) (NC II) 160 hours Computer Systems Servicing (NC II)
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 5 of 33
Course Description:
This curriculum guide on Bartending National Certificate II (NC II) is designed for students to develop their knowledge, skills and attitude required in effective bar and beverage services. It reflects the role of a “bartender” and/or a utility/back and may be part of the role of a bar attendant. It covers four core competencies namely: 1) cleaning bar areas, 2) operating bar, 3) preparing and mixing cocktails and non-alcoholic concoctions, and 4) providing basic wine services. The preliminaries of this specialization course include the following: 1) explaining the core concepts in bartending; 2) discussing the relevance of the course; and 3) exploring the opportunities for a bartender as a career. Entry Requirements: Enrollees of this course/ specialization must pass the medical examination. Age must be 18 years and above.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction
1. Basic concepts in Bartending 2. Relevance of the course 3. Career opportunities
The learner demonstrates
an understanding of basic concepts and theories in Bartending.
The learner independently
demonstrates common competencies in Bartending as prescribed in TESDA Training Regulation.
1. Explain the basic concepts in bartending.
2. Discuss the relevance of the course. 3. Explore opportunities for Bartending as a
career.
PERSONAL ENTREPRENEURIAL COMPETENCIES AND SKILLS (PECS)
1. Assessment of Personal
Entrepreneurial Competencies and Skills (PECS) vis-à-vis a
practicing entrepreneur/employee: 1.1 Characteristics 1.2 Lifestyle 1.3 Skills 1.4 Traits
2. Analysis of PECS in relation to an entrepreneur
The learner demonstrates an understanding one’s PECS.
The learner recognizes his/her PECS and prepares an activity plan that aligns with that of a
practitioner/entrepreneur in Bartending.
LO 1. Recognize PECS needed in Bartending. 1.1 Assess one’s PECS; characteristics,
lifestyle, skills, traits. 1.2 Compare one’s PECS with those of an
entrepreneur.
TLE_PECS9-12-00-1
ENVIRONMENT AND MARKET (EM)
SWOT analysis 1. Key concepts in environment and
market 2. Differentiation of products,
services, customers and their buying habits
3. Competitions in the market
The learner demonstrates an understanding environment and market in bartending
The learner creates a business idea based on the analysis of environment and market in Bartending.
LO 1. Generate a business idea that relates with a career choice in Bartending. 1.1 Discuss SWOT analysis.
1.2 Generate a business idea based on the swot analysis.
TLE_EM9-12-00-1
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 6 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
COMMON COMPETENCIES
LESSON 1: DEVELOPING AND UPDATING INDUSTRY KNOWLEDGE (DUI)
Industry information sources:
- media - reference book
- libraries - union - industry association - internet - personal observation
Different sectors of the industry
and services available Trade unions environmental
issues and requirements
The learner demonstrates an understanding of concepts and underlying principles in developing
and updating industry knowledge.
The learner independently performs developing and updating industry knowledge based on industry standards.
LO 1. Seek information on the industry. 1.1 Identify and access sources of information
on the industry. 1.2 Obtain information to assist effective work
performance in line with job requirements. 1.3 Access and update specific information on
sector of work. 1.4 Apply industry information correctly to
day-to-day work activities.
TLE_HEBRT9-12DUI-Ia-1
Time management Ready skills needed to access
industry information Basic competency skills needed
to access the internet
LO 2. Update industry knowledge 2.1 Use informal and/or formal research to
update general knowledge of the industry. 2.2 Share updated knowledge with customers
and colleagues as appropriate and incorporated into day-to-day working activities.
TLE_HEBRT9-12DUI-Ib-2
LESSON 2: OBSERVING WORKPLACE HYGIENE PROCEDURES (OWH)
Hygiene procedures
- safe and hygienic handling of
food and beverage - regular hand washing - correct food storage - appropriate and clean clothing - avoidance of cross-
contamination
- safe handling disposal of linen and laundry
- appropriate handling and
The learner demonstrates an understanding of concepts and underlying
principles in observing workplace hygiene procedures.
The learner independently performs observing workplace hygiene procedures based on
industry standards.
LO 1. Follow hygiene procedures. 1.1 Implement workplace hygiene procedures
in line with enterprise and legal
requirements. 1.2 Carry out handling and storage of items in
line with enterprise and legal requirements.
TLE_HEBRT9-12OWH-Ib-c-3
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 7 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
disposal of garbage - cleaning and sanitizing
procedures - personal hygiene
Overview of legislation and
regulation in relation to food handling, personal and general hygiene
Hygiene Risks: - bacterial and other
contamination arising from poor handling of food
- inappropriate storage of foods
- storage at incorrect temperatures
- foods left uncovered - poor personal hygiene
practices
- poor work practices cleaning housekeeping food handling vermin airborne dust
- cross-contamination through cleaning inappropriate cleaning practices
- inappropriate handling of potentially infectious linen
- contaminated wastes such as
blood and body secretions - disposal of garbage and
contaminated or potentially contaminated wastes
Policies and procedures in
preventing hygiene risk Major causes of contamination
and cross-infection
LO 2. Identify and prevent hygiene risks 1.5 Identify potential hygiene risks in line with
enterprise procedures. 1.6 Take action to minimize and remove risks
within scope of individual responsibility of
enterprise/legal requirements. 1.7 Report hygiene risks beyond the control of
individual staff members to the appropriate person for follow up.
TLE_HEBRT9-12OWH –Ic-4
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 8 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LESSON 3: PERFORMING COMPUTER OPERATIONS (PCO)
Hardware and peripheral devices Software OHS guidelines
The learner demonstrates an understanding of concepts and underlying principles in performing
computer operations.
The learner independently performs computer operations based on industry standards.
LO 1. Plan and prepare for task to be undertaken. 1.1 Determine requirements of task. 1.2 Select appropriate hardware and software
according to task assigned and required outcome.
1.3 Plan task to ensure OH & S guidelines and procedures.
TLE_HEBRT9-12PCO-Id-5
Computer program and
application Storage media
Ergonomic guidelines
LO 2. Input data into computer. 1.3 Enter data into the computer using
appropriate program/application in accordance with company procedures.
1.4 Check and save accuracy of information and save in accordance with standard operating procedures.
1.5 Store Input data in storage media according to requirements.
1.6 Perform work within ergonomic guidelines.
TLE_HEBRT9-12PCO-Id-6
Basic ergonomics of keyboard
and computer use Main types of computers and
basic features of different operating systems
Main parts of a computer Storage devices and basic
categories of memory Relevant types of software
General security Viruses OHS principles and
responsibilities Calculating computer capacity
LO 3. Access information using computer.
3.1 Select correct program/application based on job requirements.
3.2 Access program/application containing the information required according to company procedures.
3.3 Navigate desktop icons correctly.
3.4 Perform keyboard techniques out in line with OH & S requirements for safe use of keyboards.
TLE_HEBRT9-
12PCO-Ie-7
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 9 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Computer software and
commands Computer program and
application Hardware and peripheral devices
LO 4. Produce/output data using
computer system. 4.1 Process entered data using appropriate
software commands.
4.2 Print- out data as required using computer hardware/peripheral devices in accordance with standard operating procedures.
4.3 Transfer files and data between compatible systems using computer software, hardware/ peripheral devices in accordance
with standard operating procedures.
TLE_HEBRT9-12PCO-Ie-8
Maintenance and replacement of
consumables Creating more spaces in the hard
disk Reviewing programs
Deleting unwanted files Backing up files Checking hard drive for errors
Using up to date anti-virus programs
Cleaning dust from internal and external surfaces
LO 5. Maintain computer equipment and
systems. 5.1 Implement systems for cleaning, minor
maintenance and replacement of consumables.
5.2 Execute procedures for ensuring security of data, including regular back-ups and
virus checks in accordance with standard operating procedures.
5.3 Apply basic file maintenance procedures in line with the standard operating procedures.
TLE_HEBRT9-
12PCO-If-9
LESSON 4: PERFORMING WORKPLACE AND SAFETY PRACTICES (PWS)
Health, safety and security
procedures
Breaches of procedure Communication
- Interactive communication with others
- Interpersonal skills - Good working attitude - ability to work quietly; with
cooperation; patience,
The learner demonstrates an understanding of concepts and underlying
principles in performing workplace and safety practices.
The learner independently performs workplace and safety practices based on industry
standards.
LO 1. Follow workplace procedures for health, safety and security practices. 1.1 Follow correct health, safety and security
procedures in line with legislation, regulations and enterprise procedures.
1.2 Identify and report breaches of health, safety and security procedures and reported in line with enterprise procedure.
1.3 Report suspicious behavior or unusual occurrence in line with enterprise.
TLE_HEBRT9-12PWS-If-g-10
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 10 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
carefulness, cleanliness and aesthetic values
- Ability to focus on task at hand
Systems, processes and
operations - Workplace health, safety and
security procedures - Emergency procedures - Personal presentation
Safety practices Proper disposal of garbage
Practice safety measures 5S implementation
LO 2. Deal with emergency situations. 2.1 Recognize and respond to emergency and
potential emergency situations and take
appropriate action within individual’s scope of responsibility.
2.2 Follow emergency procedures in line with enterprise procedures.
2.3 Respond to emergency situations. 2.4 Report details of emergency situations in
line with enterprise procedures.
TLE_HEBRT9-12PWS-Ig-11
Safe personal standards
LO 3. Maintain safe personal presentation
standards. 3.1 Identify and follow safe personal
standards in line with enterprise requirements.
TLE_HEBRT9-
12PWS-Ih-12
LESSON 5: PROVIDING EFFECTIVE CUSTOMER SERVICE (PEC)
Effective communication skills Non-verbal communication –
body language
Good time management
The learner demonstrates an understanding of concepts and underlying principles in providing
effective customer service.
The learner independently performs providing effective customer service based on industry standards.
LO 1. Greet customer. 1.1 Greet guests in line with enterprise
procedure. 1.2 Use appropriate verbal and non-verbal
communications to the given situation. 1.3 Observe non- verbal communication
responding to customer. 1.4 Demonstrate sensitivity to cultural and
social differences.
TLE_HEBRT9-12PEC-Ih-13
Ability to work calmly and
unobtrusively effectively
Ability to handle telephone
LO 2. Identify customer needs. 2.1 Use appropriate interpersonal skills to
identify accurately customer needs.
TLE_HEBRT9-12PEC-Ii-14
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 11 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
inquiries and conversations 2.2 Assess customer needs for urgency and identify priority for service delivery.
2.3 Provide information to customers. 2.4 Identify personal limitation and seek
appropriate assistance from supervisors in
addressing customer needs.
Correct procedure in handling
telephone inquiries Proper way of handling
complaints
LO 3. Deliver service to customer.
3.1 Attend customer needs in line with enterprise procedure.
3.2 Maintain appropriate rapport with customer to enable high quality service delivery.
3.3 Take opportunity to enhance the quality of
service and products.
TLE_HEBRT9-
12PEC-Ii-15
Applied company rules and
standards Applied telephone ethics Applied correct procedure in
using telephone, fax machine,
internet Handled customer complaints
LO 4. Handle queries through telephone,
fax machine, internet and email. 4.1 Use telephone, computer, fax machine,
internet to determine customer requirements.
4.2 Record queries/ information in line with enterprise procedure.
4.3 Act correctly on queries in line with enterprise procedure.
TLE_HEBRT9-
12PEC-Ij-16
Correct procedure in handling
telephone inquiries Proper way of handling
complaints
LO 5. Handle complaints, evaluation and
recommendations. 5.1 Greet guests with a smile and eye-to-eye
contact. 5.2 Take responsibility in resolving the
complaint. 5.3 Establish and agree nature and details of
complaint with the customer. 5.4 Take appropriate action to resolve the
complaint to the customer’s satisfaction wherever possible.
TLE_HEBRT9-
12PEC-Ij-17
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 12 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
CORE COMPETENCIES
LESSON 6: CLEANING BAR AREAS (CBA)
Classification of bar surfaces and equipment
Identification of cleaning equipment, tools and chemicals
Logical and efficient work flow Preparation of material inventory,
breakage report and damage report according to policy
procedures Hazard Analysis and Critical
Control Points (HACCP)/ Occupational Safety and Health Standards (OSHS)
The learner demonstrates an understanding of concepts and underlying principles in cleaning bar areas.
The learner independently performs cleaning bar areas based on industry standards.
LO 1. Clean bar, equipment and tools. 1.1 Clean bar surfaces and equipment in
accordance with industry standard and hygiene regulations.
1.2 Check working condition of equipment in
accordance with manufacturer’s manual and instructions.
1.3 Check conditions of utensils and glassware for dirt and damages.
1.4 Dispose safely broken, cracked items and other waste in accordance with
environmental considerations. 1.5 Prepare supply inventory reports in
accordance with establishment’s policy procedures.
1.6 Accomplish closing up procedures of glassware and other equipment based on
establishment’s standards.
TLE_HEBRT9-12CBA-Iia-c-18
Identify bar public areas
- bar areas - restaurant area - function areas - gaming areas
Bussing procedures
LO 2. Clean and maintain public areas. 2.1 Clean and maintain identified public areas
promptly in accordance with establishment’s standards.
2.2 Remove empty and unwanted glasses on a regular basis with minimum disruption to customers.
2.3 Clean tables and service counter
hygienically in accordance with enterprise’s requirements and standards.
2.4 Maintain adherence to customer service through courteous interaction with a customer and in accordance with industry
and/or enterprise’s standards.
TLE_HEBRT9-12CBA-Iic-e-19
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 13 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LESSON 7: OPERATING THE BAR (OTB)
Different types of bar and bar
service
Parts of a bar Proper display of different
classification of alcoholic and non-alcoholic beverages
Proper preparation and checking of different types of bar tools and equipment
Care and use of bar tools and equipment
Preparation of proper garnish styles, condiments, accessories and ice supplies
Preparation of adequate supplies
of bar products and materials Identification and proper
segregation of different types of glasses
Procedures and techniques in
storing alcoholic and non-alcoholic beverage/concoctions
The learner demonstrates an understanding of concepts and underlying
principles in operating a bar.
The learner independently operates a bar based on Industry Standards.
LO 1. Prepare the bar for services. 1.1 Identify basic parts of the bar in
accordance with service operation
requirements. 1.2 Set up properly bar display and work area
in accordance with establishment’s requirements and bar service style.
1.3 Check and re-stock bar products and
materials in accordance with industry and/or enterprise’s is policy and procedures.
1.4 Prepare appropriate kind of decorations, coasters, edible and non-edible garnishes in accordance with establishment’s
requirements. 1.5 Store all items in accordance with storing
procedures and techniques. 1.6 Ensure availability of bar products and
materials in accordance with establishment’s policy and procedures.
1.7 Check necessary bar tools, equipment and utensils and readiness for service operation.
TLE_HEBRT9-12OTB-Iif-h-20
Beverage classification: Origins,
nature and characteristics of the different alcoholic beverages
Brand variety of beverage
products Proper order taking procedures
and policies Overview of commonly requested
drinks Suggestive selling technique
LO 2. Take drink orders. 2.1 Check products and brand preferences
with the customer courteously. 2.2 Recommend selection of drinks to
customers whenever necessary in
accordance with establishment’s policy and procedures.
2.3 Identify specific customer preferences in accordance with orders taken.
2.4 Promptly recap customer’s order in
accordance with enterprise’s service standard policies.
TLE_HEBRT9-12OTB-Iii-j-21 8 Hours
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 14 of 33
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Preparation and serving
techniques for different types of alcoholic and non-alcoholic
beverage Waste minimization and
environmental considerations Proper checking of beverage
quality for service
Use of necessary accessories for serving drinks
Proper and safety handling of glasses
LO 3. Serve drinks. 3.1 Serve ordered drinks promptly and
courteously in accordance with customer’s preferences using required glassware and
garnishes. 3.2 Prepare and serve alcoholic and non-
alcoholic beverages according to customer’s preferences.
3.3 Minimize waste and spillage. 3.4 Ensure beverage quality during service
and corrections are made if necessary. 3.5 Report beverage and service issues to the
appropriate person in accordance with establishment’s policy.
3.6 Provide tray service when appropriate in
accordance with establishment’s procedures.
3.7 Observe proper handling of glassware at all times.
3.8 Attend promptly and safely to any unexpected situations in accordance with
establishment’s policy.
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Factors that affect intoxication
Proper ways and means in dealing with an intoxicated person
Different signs of intoxication and
remedies Role and responsibility of
bartender in serving alcohol Awareness of average Blood
Alcohol Concentration in a person’s body structure
LO 4. Identify and deal with customer
affected with alcohol. 4.1 Practice responsible service of alcohol in
accordance with relevant legislations and licensing requirements.
4.2 Identify indicators of an intoxicated person.
4.3 Recognize behavioral warning signs of intoxication.
4.4 Monitor behavioral warning signs of intoxication.
4.5 Deal courteously and promptly with intoxicated persons in accordance with the
establishment’s service policy and
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
guidelines. 4.6 Refuse servicing of alcoholic beverage in a
diplomatic and suitable manner. 4.7 Offer appropriate food and non-alcoholic
beverages to intoxicated persons.
4.8 Record intoxicated customer’s misdemeanor in appropriate record book for future guest service reference.
Preparing proper inventory
procedures Bar operation control system and
procedures
POS system and procedures Use of control system forms Proper recording of order count
Proper par stock level system
LO 5. Maintain proper bar operation control procedures. 5.1 Perform opening and ending inventory
according to enterprise’s prescribed form and operating procedures.
5.2 Check and take order slip according to enterprise’s operating policy.
5.3 Observe POS system procedures according to enterprise’s standard policy, when necessary.
5.4 Record order count in accordance with the
enterprise’s standard form and policy. 5.5 Use appropriate control system forms,
when necessary. 5.6 Maintain proper par stock level at all
times.
5.7 Perform replenishment of consumed items.
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Standard operating procedures in
closing/turning over the bar operations
Preparing and filling out appropriate forms:
- different requisition form - spillage - order forms
Proper safekeeping of supplies
LO 6. Close/turn over bar operations.
6.1 Close beverage display and set-up of bar area and clean in accordance with establishment’s procedures.
6.2 Apply hygienically storage at recommended temperature to all left-over
garnishes suitable for next-day operations. 6.3 Keep the materials, tools and glasses in
proper cabinets.
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
and materials, glasses and tools Proper and hygienic storing of
left-over garnishes and bar munchies
Proper shutting down procedures of different equipment
Proper turn-over procedures of bar operations to the next shifts
6.4 Check stocks in accordance with establishment’s procedures.
6.5 Replenish stocks in accordance with Establishment’s procedures.
6.6 Shut down appropriate equipment in
accordance with establishment’s safety procedures and manufacturer’s instructions.
6.7 Maintain bar set-up and stocks for the next shift of service.
6.8 Ensure that equipment and glasses are in
the correct place whenever necessary. 6.9 Turn-over of bar operations to the next
shifts in accordance with enterprise’s procedures.
LESSON 8: PREPARING AND MIXING COCKTAILS AND NON-ALCOHOLIC CONCOCTIONS (CNC)
Proper identification of
classification of Alcoholic and
non-alcoholic ingredients of cocktails
Proper utilization of different types of cocktail mixing tools and equipment
Proper use of glassware required for different types of cocktails
Application of proper mixing methods and procedures
Recipes of popular international standard mixed drinks
Use of necessary garnish, edible and non-edible fruits and
vegetables for certain cocktails Proper utilization of ice supplies
in different mixing methods in preparing a range of cocktails
Proper mixing of properly
different cocktail categories and
The learner demonstrates an understanding of
concepts and underlying principles in preparing and mixing cocktails and non-alcoholic concoctions.
The learner independently prepares and mixes cocktails
and non-alcoholic concoctions based on industry standards.
LO 1. Prepare and mix a range of cocktails.
1.1 Determine the classification of alcoholic beverages according to ingredient’s use, processes and characteristics.
1.2 Identify non-alcoholic beverage and mixers uses as modifiers in accordance with the flavoring ingredients and process
forms. 1.3 Use different types of bar tools and
equipment in preparing and mixing a range of cocktails in accordance with manufacturer’s manual and instruction.
1.4 Handle different types of glasses required
for different types of cocktails in accordance with establishment’s standard and sanitary practices.
1.5 Use ice supplies according to hygiene and sanitary practices.
1.6 Apply appropriate mixing methods and procedures based on international
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
special drink concoctions Proper use of mechanical
equipment in cocktail mixing Practice of occupational health
and sanitary practices in mixing cocktails
standards. 1.7 Prepare and use necessary garnish, edible
and non-edible fruits and vegetables based on cocktail presentation.
1.8 Identify different categories of cocktails
according to international standards. 1.9 Mix cocktail recipes according to
international standards and customer preferences.
1.10 Prepare specialty drink concoctions in accordance with establishment’s recipe
and service procedures. 1.11 Mix specialty drink concoction in
accordance with establishment’s recipe and service procedures.
1.12 Utilize appropriate product substitutes for
out-of-stock liquor ingredients based on appropriate product standards.
1.13 Observe occupational health and sanitary practices in mixing cocktails according to establishment’s standard procedures.
1.14 Observe safety practices in using
mechanical equipment according to manufacturer’s guidelines.
Different types of non-alcoholic beverage, including flavored syrups and other forms
Use of different types of edible fruits and vegetables used in
mixing non-alcoholic cocktails Recipes of popular international
standard non-alcoholic drinks Proper use of types of glasses in
preparing and mixing a variety of non-alcoholic drinks
Proper utilization of ice supplies in different mixing methods in
LO 2. Prepare and mix a variety of non-alcoholic concoctions. 2.1 Identify non-alcoholic beverages in
accordance with industry’s standard classification.
2.2 Identify modifiers in flavored syrups and
other forms in accordance with ingredients used and processes.
2.3 Determine edible fruits and vegetables used in mixing non-alcoholic cocktails according to establishment’s standards.
2.4 Prepare edible fruits and vegetables used
in mixing non-alcoholic cocktails according
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K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
preparing non-alcoholic drinks Proper use of mechanical
equipment in mixing a variety of non-alcoholic concoctions
Occupational health and sanitary practices in mixing non-alcoholic drinks
to establishment’s standards. 2.5 Prepare ingredients, equipment, and tools
prior to service. 2.6 Identify appropriate name and style of
non-alcoholic drinks in accordance with
customer’s request. 2.7 Select and mix correct ingredients in
accordance with the establishment’s service practices.
2.8 Prepare drinks appropriately in accordance with standard recipe and required time
frame. 2.9 Use correct glasses in preparing and
mixing a variety of non-alcoholic drinks. 2.10 Use appropriate garnish in preparing and
mixing a variety of non-alcoholic drinks.
2.11 Observe occupational health and sanitary practices in mixing non-alcoholic drinks according to establishment are operating procedures.
2.12 Observe safety practices in using mechanical equipment according to
manufacturer’s guidelines.
Maintenance of machinery Procedures in cleaning bar tools,
equipment and machinery
LO 3. Use, clean and maintain bar tools, equipment and machinery for mixing cocktails and non-alcoholic concoctions.
3.1 Clean bar tools immediately after using in accordance with the establishment safety and sanitary procedures.
3.2 Use equipment and machinery in accordance with manufacturer’s specifications and hygiene/safety
requirements. 3.3 Maintain machinery and equipment in
accordance with maintenance schedule and manufacturer’s specifications.
3.4 Identify and report problem on machinery used in mixing cocktail and non-alcoholic
concoctions.
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LESSON 9: PROVIDING BASIC WINE SERVICE (BWS)
Structure, history, health benefit
and trends related to wines
Characteristics of wines Different wine types and their
styles Impact of the wine production
techniques on the style and taste of wine
Key structural components of wine: - Alcohol
- Tannin - Acid - Sugar - Fruit flavor
Factors affecting the style and
quality of wine Label terminologies and
presentation Wine producing countries and
regional variation Principal grape varieties used in
the production of different wine types
Applicable wine classifications
that govern production in the old and new world wine countries
Variations in wine production methods/techniques
- White wine processes - Red wine processes - Rose wine - Sparkling wines - Fortified wines - Aromatized wine
Wine terminologies
The learner demonstrates an understanding of concepts and underlying
principles in providing basic wine service.
The learner independently provides basic wine service based on industry standards.
LO 1. Explain different types of wines to customer. 1.1 Present wine list to customer in
accordance with the enterprise’s established service procedures.
1.2 Explain proper wine types, styles, origin and/ or regions, viticulture (growing of wine) and signification (wine production)
to guest. 1.3 Interpret appropriate wine labels and
terminologies properly.
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Guidelines for successful wine
and food matching Commonly known food and wine
marriages Interaction of primary flavors of
food and wine Wines for seasons and social
occasions Wine pairing and selling
techniques
LO 2. Recommend appropriate wine and food combinations to customers. 2.1 Recommend compatible wine and food
combinations based on customer’s
preferences. 2.2 Recommend appropriate wine for special
occasions based on customer’s needs. 2.3 Recommend special/featured wines of the
month in accordance with enterprise’s policy.
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Use of appropriate wine service accessories
Appropriate glassware for types of wine
Proper handling of wine Presentation of wine to customer
LO 3. Prepare wine, glasses and accessories for service. 3.1 Prepare necessary order slip according to
establishment’s procedures. 3.2 Take out wine carefully from the
cellar/storage. 3.3 Present wine to the customer according to
established industry wine service procedures.
3.4 Set up appropriate glassware according to established industry service and hygienic
practices. 3.5 Prepare appropriate wine service
accessories.
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Application of proper procedures
in presentation and opening wine Utilization the proper wine
service procedure to guest and pouring style
Specialized wine sensory evaluation techniques
Application of multiple wine
service sequence and procedures, when necessary
LO 4. Open and serve wine. 4.1 Offer opening of wine to customer. 4.2 Open wine bottle according to industry
standard procedures. 4.3 Pour small amount of wine into the glass
for guest’s tasting and approval. 4.4 Perform sensory evaluation of wine. 4.5 Replace faulty wine with new one if the
guest disapproves its taste. 4.6 Serve wine to the guest according to
established industry service procedures.
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K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
4.7 Apply multiple wine service sequence according to established industry service procedures.
4.8 Refill customer’s glass when necessary. 4.9 Inquire additional wine order politely from
the host. 4.10 Clear used and empty glasses according
to sanitary and safety procedures.
Wines’ quality, analysis and diagnosis of wine faults and impairments
Wine sensory evaluation techniques
LO 5. Check wine for faults. 5.1 Inspect cork for any faults. 5.2 Examine wine for clarity and limpidity. 5.3 Smell wine for any possible fault. 5.4 Taste small amount of wine to identify
other faults.
5.5 Recognize basic faults of the wine. 5.6 Report basic faults of the wine.
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ELECTIVE COMPETENCIES (Student may choose one)
LESSON 10: PREPARING ESPRESSO
Types of coffee ground
Parts of the espresso machine Calibrating grinder Uses of rags
- portafilter - steam wand - drip tray - cups
Amount of ground coffee for type
of shot of espresso
The learner demonstrates
an understanding of concepts and underlying principles in preparing espresso.
The learner independently
prepares espresso based on industry standards.
LO 1. Set up and prepare machine and
equipment. 1.1 Pre-heat cups in accordance with
enterprise’s standards. 1.2 Wipe portafilter clean and dry before
dosing. 1.3 Check ground coffee for the shot of
espresso. 1.4 Clean and dry drip tray. 1.5 Prepare and use rags properly.
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Dosing procedures
Tamping procedures
LO 2. Dose and tamp coffee.
2.1 Dose the appropriate amount of ground coffee in the portafilter.
2.2 Apply appropriate amount of pressure to tamp the ground beans.
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
2.3 Tamp ground coffee evenly. 2.4 Clean portafilter sides and spouts before
inserting to the brew head. 2.5 Minimize spillage and wastage of ground
beans during dosing and grinding.
Extracting a perfect shot of
espresso
Elements of good espresso Evaluating/tasting espresso
LO 3. Extract espresso. 3.1 Flush group head before inserting the
portafilter. 3.2 Insert portafilter and brew coffee
immediately. 3.3 Check volume of espresso. 3.4 Monitor extraction time of shot. 3.5 Inspect crema of espresso.
3.6 Serve espresso immediately.
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LESSON 11: TEXTURING MILK (TXM)
Types and chemistry of milk Appropriate temperature in
chilling milks Different kinds of milk
measurement according to the kind of drink to be prepared
Different sizes of steaming pitchers
Proper use of steam wand
The learner demonstrates an understanding of concepts and underlying principles in texturing milk.
The learner independently textures milk based on industry standards.
LO 1. Prepare milk and equipment. 1.1 Chill milk in accordance with appropriate
temperature. 1.2 Measure adequate amount of milk
according to the kind of drink to be prepared.
1.3 Select correct (size of) steaming pitcher according to the kind of drink to be prepared.
1.4 Flush steam wand to remove condensed water.
1.5 Wipe steam wand before steaming. 1.6 Keep rags for the steam wand clean and
moist.
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Foaming milk procedures Principles in foaming and
steaming milk
Correct volume of foam milk
LO 2. Foam the milk. 2.1 Position steam wand at the right depth of
the milk. 2.2 Apply full steam when introducing air into
the milk. 2.3 Evaluate the sound of air being drawn into
the milk through the hissing sound. 2.4 Stretch milk according to the desired
volume of foam. 2.5 Convert milk into micro foam.
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Steaming milk procedures Texturing milk procedures
Ideal temperature of steam milk
LO 3. Steam the milk. 3.1 Angle steam wand appropriately to create
a whirlpool effect.
3.2 Spin milk to achieve the desired consistency.
3.3 Steam milk at the ideal temperature for immediate consumption.
3.4 Shut off steam wand some 5 degrees before the desired temperature.
3.5 Flush steam wand and wipe after steaming.
3.6 Remove big bubbles by swirling and knocking the pitcher on the counter.
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LESSON 12: PREPARING AND SERVING COFFEE BEVERAGES (SCB)
Taking coffee order Selection of coffee beverages
Varieties of coffee Coffee bean information Coffee service
The learner demonstrates an understanding of
concepts and underlying principles in preparing and serving coffee beverages.
The learner independently prepares and serves coffee
beverages based on industry standards.
LO 1. Take orders of guests. 1.1 Take and verify orders with guests or
dining service crew. 1.2 Offer recommendations to the guest on
selection of coffee beverages. 1.3 Provide general information about the
coffee beans to guests. 1.4 Complete mise-en-place for coffee service
according to establishment’s standards and procedures.
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Standard recipes of hot and cold
espresso-based beverages Hot and cold espresso beverages
- Hot Espresso Americano Cappuccino Café Latte
Café Mocha - Cold
Mocha Frappe Ice Café Latte Ice Café Mocha
Pulling a good shot of espresso
Accessories/glasses used in serving espresso beverages
Serving espresso beverages
LO 2. Prepare espresso-based beverages. 2.1 Prepare hot and cold espresso-based
beverages according to standard recipes of the establishment.
2.2 Serve or use good/perfect shots of espresso in the beverages.
2.3 Select appropriate cups/glasses and accessories according to the beverage ordered.
2.4 Serve espresso beverages immediately.
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Different brewing methods
- French Press/Plunger
- Syphon - Pour over
Essentials of good brewing Brewing coffee using different
coffee makers Proper way of serving brewed
coffee
LO 3. Prepare and serve brewed coffee. 3.1 Prepare brewed coffee according to the
brewing method desired by the guest.
3.2 Brew coffee according to ideal brewing time of the method.
3.3 Weigh or measure coffee beans according to brewing method.
3.4 Serve brewed coffee immediately.
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RESOURCES METHODOLOGIES ASSESSMENT METHOD
TOOLS EQUIPMENT SUPPLIES
BAR TOOLS Heavy-based glass jigger
Double-edged stainless jigger
Three-in-one stainless cocktail shaker
Boston shaker w/ mixing glass
Fruit juicer / Squeezer Bar spoon with relish
fork at other end Hawthorn strainer Waiter’s friend cork
screw Wing type or different
type of cork screw Speed pourer Bottle and can opener
Canulator / Canulating knife
Ice bucket
Ice scooper Ice tong Chopping board Paring knife
Muddler Juice jugs (Color coded)
– ‘Store and Pour’ Garnish dispenser (7
compartments) Cocktail / Bar tray Wine bucket (with stand)
Wine basket Wine stopper/resealer Glass-rimmer Measuring cup
Decanter
Steaming pitcher(3 sizes)
Thermometer Ice bin Speed rail / rack (Speed
Wheel)
Electric blender Electric mixer Under bar refrigerator
(optional) Multi-layered refrigerator Wine chiller (optional) Coffee maker /percolator
Electric glass brushes Draft beer dispenser
(mock) Mechanical glass washer
(optional) Spill mat Rectangular or round
(small) table, with chairs
Rectangular table for demonstration
Mock bar 2 – Group (semi-
automatic commercial type espresso machine or Single or 1-group semi-automatic commercial type espresso
machine Doser grinder
(commercial type) French press Syphon
Pourover/V60 Hand drip Moka pot/stove top
espresso maker
ALCOHOLIC BEVERAGES Scotch (blended)whisky –
standard brands - premium brands - super Premium (optional)
Single malt whisky- any brand
Pure malt whisky- any brand Bourbon whiskey- standard
brand - premium brand
Tennessy whiskey- standard brand
Canadian whisky – standard brand - premium brand
Irish whiskey- any brand Spanish brandy- any standard
brand Brandy – any premium brand
Cognac VS / 3 star- any brand Cognac VSOP- any brand – Cognac XO (optional)- any
brand Armagnac- any brand Local brandy – any brand 2 different country brand
brandy(optional) Gold Rum (5 yrs)- local brand
White rum- local brand
Imported rum ( gold)- 2 different brands of
dark rum(e.g. myers) 151 proof rum – any brand
Flavored rum- 3 variance (1 bot.each)
Vodka – Local brand –
Lecture
Demonstration Self-paced learning /Modular
Instruction Group Discussion
Video presentation Problem Solving/ Case Study Practical application
Reporting On-the-job training Industry Immersion E-Learning
Written Examination
Interview/Oral Questioning Performance Test Individual/Group Report Direct Observation (Hands-on-
Activity)
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RESOURCES METHODOLOGIES ASSESSMENT METHOD
TOOLS EQUIPMENT SUPPLIES
½, & ¼, liter carafe 4 oz. carafe
Funnel Water pitcher (stainless) Bar caddy / Organizer
Coffee / Tea pot Paper filter Blind filter Round bar trays
Milk carafe GLASSES Old fashioned glass/ rock
glass (6-8oz.) Hi-ball glass (8 –10 oz.) Collins glass (10 –12 oz.) Zombie glass (12 –14
oz.) Brandy glass 12oz.& 16
oz. Martini or Cocktail glass
Margarita glass Champagne saucer glass Champagne tulip glass
Champagne flute glass Cordial / Pony glass Poco grande glass
Breeze, squall & hurricane glass
Sherry / Port wine glass Sour glass
Shot glass (1 and 2 oz.) Footed beer glass (12
oz.) Flair pilsner glass (12
oz.) Beer mugs (12 oz.) White & red wine glass
Automatic drip coffee maker
Table top stove; camping stove
Knock box Hand stopwatches
imported brands(from 3 different countries)
flavored Vodka -3 variance –
Tequila white / silver Tequila Gold Gin- local brand
imported brands (2 brands) Local lambanog brand Local basi brand
Triple sec Blue curacao Cointreau Grand Marnier
Crème de Cacao –brown and white
Crème de Menthe – green and white
Crème de Banane Crème de Cassis Kalhua
Tia Maria (optional) Gallano Amaretto Bailey’s Irish Cream
Malibu Rum Tequila Rose Cherry Heering
Apricot brandy Peach Schnapps (or any
variance) Strawberry flavored liqueur
Campari bitter Angostura bitter Dry Vermouth
Sweet Vermouth Dry Sherry Sweet / Cream Sherry Port Wine
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RESOURCES METHODOLOGIES ASSESSMENT METHOD
TOOLS EQUIPMENT SUPPLIES
All purpose wine glass Footed rock glass
Footed Hi-ball glass Water goblet Irish coffee
glass(different shapes) Different fancy glasses Coffee cups and saucers Teaspoon
Coffee mugs
Champagne- standard brand Sparkling wine –any brand
Rose Wine Red White- Bordeaux,
Burgundy, Australian, Italian, Californian, Chilean Red Wine
White wine- Bordeaux, Burgundy, Australian, Italian,
Californian, Chilean White Wine
Local beer – light, strong, and dark beer
Stout / Ale (beer ) Draft beer (optional)
NON-ALCOHOLIC Grenadine Simple / Sugar Syrup
at least four different flavored syrups
Tonic water Soda water
Ginger ale Ginger beer Cola (coke) 7-up / Sprite
Juices – orange, lime, calamansi/lemon, pineapple,
mango, guyabano juice (in
small can size) cranberry, apple and tomato
juice Evaporated milk
Fresh milk Coffee, Tea Coffee beans (fresh roasted
whole)
Whipped cream Coconut cream
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 28 of 33
RESOURCES METHODOLOGIES ASSESSMENT METHOD
TOOLS EQUIPMENT SUPPLIES
CONDIMENTS: Salt and pepper
Hot sauce Worcestershire Sauce Nutmeg
Fresh orange, lime, lemon, & apple
Fresh pineapple with crown Fresh green & ripe mango
Fresh banana, strawberry & other fruits in season
Fresh mint leaves Fresh celery stalk
Green olives Red cherries Cocktail onions
Ice cubes/Crushed ice CLEANING MATERIALS Rugs
Liquid detergents Mop with head Hand towels Waste dump
Broom Scrubbing pad Sponge
Duster LEARNING MATERIALS Overhead projector with screen
LCD projector Lap top / Desk top PC White board with eraser
Whiteboard marker Easel stand Manila paper
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 29 of 33
RESOURCES METHODOLOGIES ASSESSMENT METHOD
TOOLS EQUIPMENT SUPPLIES
Pen and pencil Masking tapes
Transparencies Course design / Schedule Hand out materials / Course
manual /work book Books on bartending Books on cocktail mixing
Trade magazines Books about tourism Related reading materials
Videos / VCD’s Comprehensive drink list /
Menu Comprehensive wine list
Product literature Empty bottles Flairing bottles 4ft. x 16ft Rubber matting
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 30 of 33
GLOSSARY
1. Aperitif - any drink taken before meals to improve one’s appetite 2. After dinner drink (cocktail) - mixed drinks that are basically sweet and/or creamy in taste and are usually served after a meal 3. Brewing - a stage in making beer in which wort is boiled with hops 4. Busboy - refers to the dining room helper and runner, title given to a Food and Beverage Service Attendant; National Certificate I 5. Bus Out - taking of out soiled plates/dishes from the dining area to dishwashing area 6. Captain food and beverage
service attendant
- refers to the supervisor of The Food and Beverage Service Attendant, also refers to food and Beverage Service Attendant,
National Certificate Level I. 7. Cocktail - a well-mixed drink made up of base liquor, a modifying ingredient as a modifier and special flavoring of coloring agents. It is
usually an aperitif taken at leisure before a meal to whet the appetite. 8. Commis - refers to the category according to the extent of difficulty and complexity of skills and knowledge required for the job. 9. Communication - the transfer of ideas through verbal and non-verbal communication 10. Cordial/ liqueur - spirits that are sweetened and flavor with natural flavors
11. Dish Out - taking of food from the kitchen to the dining area 12. Distillation - a process involving continuous evaporation and condensation of liquid wherein higher alcohol content could be obtained 13. Fermentation - an action of yeast upon a sugar in solution, which breaks down the sugar into carbon dioxide and alcohol 14. Flambe - flame with spirit or liqueur 15. Food and beverage service
attendant
- refers to the worker assigned in the service of food and beverage to the guests; also known as waiter.
16. Garnish - an ingredient which decorates, accompanies or completes a dish. Many dishes are identified by the name of their garnishes. 17. Highball drink - a tall drink consisting of a shot of specified spirit with mixers such as sodas, water, etc. served with cube ice in a highball glass 18. Level / Class - refers to the category according to the extent of difficulty and complexity of skills and knowledge required of a job. 19. Long or tall drink - a mixed drink served in tall glasses 20. Menu - a list in specific order of the dishes to be served at a given meal
21. Mise en Place - French term for having all ingredients prepared and ready to use before service 22. Pre-dinner - short mixed drinks that are basically dry in taste and are usually served before a meal to wet the appetite 23. Spirits - drinks obtained by distillation after fermentation from vegetables, grains, fruits, plants and other substance with sugar or starch 24. Silverware - tableware made of solid silver, silver gilt or silver metal. Silver plate – plate made from single strip of plated metal 25. Table napkin - an individual piece of linen which is used to protect the clothing or wipe the mouth during a meal Other Terms Used:
26. Captain waiter - Chef de Etage 27. Chef - a person who prepares food as an occupation in restaurant, private house, hotel 28. Dining room attendant - Commis de Rang (busboy) 29. Director of service - Chef de Service 30. Head waiter - Chef de Salle
31. Waiter - Chef de Rang/Demi Chef de Rang 32. Wine steward - Chef de Vin/Chef Sommelier
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II (320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 31 of 33
CODE BOOK LEGEND
Sample: TLE_HEBRT9-12DUI-Ia-1
LEGEND SAMPLE
DOMAIN / COMPONENT CODE
First Entry
Learning Area and Strand/ Subject or
Specialization
Technology and Livelihood Education_Home Economics
Bartending NC II TLE_HE BRT9-12
Developing and Updating Industry Knowledge DUI
Observing Workplace Hygiene Procedures OWH
Performing Computer Operations PCO
Performing Workplace and Safety Practices PWS
Grade Level 9/10/11/12 Providing Effective Customer Service PEC
Uppercase Letter/s
Domain/ Content/ Component/ Topic
Developing and Updating Industry Knowledge
DUI Cleaning Bar Areas CBA
Operating the Bar OTB
- Preparing and Mixing Cocktails and Non-Alcoholic Concoctions CNC
Roman Numeral *Zero if no specific
Quarter Quarter First Quarter I
Providing Basic Wine Service BWS
Preparing Espresso PES
Texturing Milk TXM
Lower case letter/s
*Put an en-dash (-) in between letters to indicate more
than a specific week
Week Week one a
Preparing and Serving Coffee Beverages SCB
-
Arabic Number Competency Seek information on the industry 1
Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12.
Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met.
Please refer to the sample Curriculum Map on the next page for the number of semesters per Home Economics specialization and those that have pre-requisites. Curriculum Maps may be modified according to specializations offered by a school.
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II
(320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 32 of 33
* Please note that these subjects have pre-requisites mentioned in the CG. + CG updated based on new Training Regulations of TESDA.
Other specializations with no pre-requisites may be taken up during these semesters.
**This is just a sample. Schools make their own curriculum maps considering the specializations to be offered. Subjects may be taken up at any point during Grades 9-12.
K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – BARTENDING NC II
(320 hours)
K to 12 Home Economics – Bartending (NC II) Curriculum Guide May 2016 *LO- Learning Outcomes STVEP Schools may cover more competencies in a week. Page 33 of 33
Reference: Technical Education and Skills Development Authority-Qualification Standards Office. Training Regulations for Bartending NC II. Taguig City, Philippines: TESDA, 2013.
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